Senior Research Project Guidelines

8/7/2019 Senior Research Project Guidelines

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Table of Contents

Section I - Introduction and Objectives ....................................................................2

What is a Senior Research Project.............................................................................3

Brainstorming and Preparation..................................................................................4Meeting Schedule......................................................................................................5

Section II - Research Proposal.................................................................................... 6

What is a Research Proposal.....................................................................................7

Work Length Summary.............................................................................................8

Components of a Research Proposal.........................................................................9

Proposal Evaluation.................................................................................................13

Section III - Research Project................................................................................... 14

Work Length Summary...........................................................................................15

Components of the Project......................................................................................16

Findings & Discussion............................................................................................16

Written Project Evaluation......................................................................................17

Section IV - Oral Presentation.................................................................................. 18

Oral Presentation Procedures..................................................................................19

Oral Presentation Evaluation...................................................................................21

Section V - Project Evaluation.................................................................................. 22

Grade Distribution...................................................................................................23

Senior Project Evaluation Form..............................................................................24Proposal Scoring Rubric..........................................................................................25

Senior Project Scoring Rubric.................................................................................26

Oral Presentation Scoring Rubric............................................................................27

Section VI - Appendices............................................................................................. 28

Sample Title Page....................................................................................................29

Sample Abstract.......................................................................................................30

Problem Sheets........................................................................................................31

Formatting Table of Contents..................................................................................40

Sample Table of Contents.......................................................................................45

Tables vs Figures.....................................................................................................47APA Reference Citation..........................................................................................48

Meeting Minutes......................................................................................................52


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Section IIntroduction & Objectives

What is a Senior Research Project?

Brainstorming & PreparationMeeting Schedule

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What is a Senior Research Project

Purpose

This guide provides step by step guidelines to help senior students with all the parts of

their senior research project.

The guide includes instructions with definitions, worksheets, and examples.

Components of a Research Project

Your senior project includes three parts:

Research Proposal

Written Project

Oral Presentation

Each section has its own requirements and grade weight. Its important to follow the

steps and guides provided in this booklet for each part while adhering to the required

time frames.

The senior project is a multifaceted project which gives you the opportunity to apply

your research skills, knowledge, and talents that you have developed during your

university studies. This project is introduced as part of the research method course. It

gives you an opportunity to relate what you have learned to the real world. Prior to

writing the senior project, you are asked to submit a research proposal.

Objectives of a Research Project

After completion of the senior project, you will have acquired the following

objectives:

1. To pose a researchable question

2. To integrate ideas and theories

3. To use research skills to investigate a specific problem

4. To utilize data and empirical evidence to answer questions or find solutions

5. To develop critical evaluation of research findings and data

6. To use decision making strategies

7. To develop plans and a time frame for achieving them

8. To develop problem-solving skills

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9. To develop communication skills

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Brainstorming and Preparation

Choosing a Topic

When you choose a topic for your senior project, its important to select one that is of

interest to you. The senior project is labor-intensive. Youll spend a full semester

developing your project. Youll feel especially motivated if you focus on a research

question and subject that deeply interest you and you enjoy exploring.

There are steps you can take to select a topic for your senior project.

Some suggestions include:

Keeping a list of interesting articles you have read.

When you write term papers or projects, think of ways you could extend your

projects/papers to your senior project.

Keep notes and books from statistics and research method courses. You are

likely to refer to them for your senior project.

You may start working on your topic as part of your research method course

when you develop your research proposal and extend it later on with your

advisors approval.

Discuss your topic/question with various faculty members to seek different

ideas and opinions.

Every time you come up with an idea ask yourself the following questions:

Do I have access to resources and material?

Critically review the existing literature which bears on the stated problem.

How long will it take to conduct?

Will I get bored with it?

Is this topic current and exciting to know more about?

Focusing a Research Topic

Focusing a research topic is narrowing (or sometimes broadening) a topic so that you

can demonstrate a good understanding of it, including enough examples and important

details, within the size limits of the project you are required to produce.

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Meeting Schedule

You are required to meet with your advisor regularly during the semester.

Meeting Date Agenda NotesWEEK I Discussion of senior guide project

Brainstorming topics of interest

WEEK II. Choice of topic is discussed

(feasibility, importance)

Problem sheet 1 is due

WEEK III Approval of topic and discussion of

methodology

Problem sheet 2 is due

WEEK IV Presentation of proposalProblem sheet 3 & 4 are due

WEEEK V Elaboration of literature review

Discussion of references used

Problem sheet 5 and 6 are due

WEEK VI Discussion of instruments to be

implemented /time frame of field work

Problem sheet (6-10 ) are due

Discussion of steps of the proposal

WEEK VII Submission of Proposal Ch. 1-3

WEEKIX Discussion of field work progress

Data analysis and conclusion

WEEKXII Discussion of changes and correction

Week XIII Due: Final project

Week XIV Due: Presentation Outline

WEEK XV Final Presentation

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Section IIResearch Proposal

What is a Research Proposal?

Work Length Summary

Components of a Research Proposal

Proposal Evaluation

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Work Length Summary

Research Proposal

Description of Sections Length

Introductory Section

Title Page

Abstract

Table of Contents

List of Figures

List of Tables

Chapter I. Introduction

A. Problem Statement

B. Purpose

C. Justification of the Study

D. Definition of Terms

E. Brief Overview of Study

1-3 Sentences

1-2 Paragraphs

1 Paragraph

1-2 Lines each def.

1-2 Paragraphs

Chapter II. Background & Review of Related Literature

A. Theory, if appropriate

B. Studies directly related

C. Studies tangentially related

1-4 Pages

8-20 Pages

2-8 Pages

Chapter III. Procedures

A. Description of the Research Design

B. Description of the Sample

C. Description of Instruments Used (reliability, validity)

D. Explanation of the Procedures Followed (what, when,

where, how of the study)

E. Discussion of Internal Validity

F. Discussion of External Validity

G. Description and Justification of Statistical Techniques or

other Methods of Analysis Used

1-2 Paragraphs

1-2 Paragraphs

1-2 Paragraphs

2-4 Paragraphs

1-2 Pages

1-2 Pages

1-2 Pages

1-2 Paragraphs

Total 24-44 Pages

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Components of a Research Proposal

Problem Statement

The first step in selecting a research problem is to identify a general problem area that

is related to your area of expertise and of particular interest to you. The next step is to

narrow down the general area into a specific research problem. One major way to

narrow your problem is to read sources giving overviews or summaries of the current

status of research in your area.

Start the first sentence of this section with The problem is . Remember this is the

introduction to your paper and should be supported with references that lend

credibility to why you believe the problem exists and the project is worthy to be

carried out.

Purpose of the Study

The purpose states succinctly what the researcher proposes to investigate. The

purpose should be a concise statement, providing a framework to which details are

added.

The purpose of this study is to investigate the effect of using drama as instructional

strategy on students interest and achievement in social studies

Then go on to discuss this purpose in greater detail including a reference or two about

other projects of similar focus you have found in your research.

Justification of the Study

For this part, you make it clear why this particular subject is important to investigate.

A good justification should also include any specific implications based on the results

of the study. In other terms, you explain how your study will contribute to knowledge

of your field.

Research Question

The research question is a more specific form of the problem in question form. A

good research question should have the following characteristics:

Feasible (it can be investigated with an undue amount of time, energy, or money).

Clear (i.e. most people would understand what the key words in the question mean).

Significant, (i.e. it is worth investigating because it will contribute important knowledge).

Ethical (it will not involve psychological harm or damage to human beings or

other damage to the natural environment).

Example:

Does using drama as an instructional strategy in the teaching of social studiesimprove 5th grade students interest and achievement?

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Definition of Terms

Three common ways to clarify ambiguous or unclear terms in a research question

involve the use of constitutive (dictionary-type) definitions, definition by example,

and operational definitions.

A constitutive definition uses additional terms to clarify meaning.An operational definition describes how examples of a term are to be measured or

identified.

Hypotheses

The term hypothesis, as used in research, refers to a prediction of results usually made

before a study commences. A hypothesis should clearly and concisely state the

expected relationship or difference between the variables in the study, and should

define the variables in operational, measurable termA significant hypothesis is one that is likely to lead, if it is supported, to a greater

amount of important knowledge.

A directional hypothesis is a prediction about the specific nature of relationship, for

example, method A is more effective than method B.

A non-directional hypothesis is a prediction that a relationship exists without

specifying its exact nature, for example, there will be a difference between method A

and method B (without saying which will be more effective).

Review of Related Literature

The review of related literature should present the least related references first and the

most related references last, just prior to the statement of the hypothesis. The

literature review should lead logically to a tentative, testable conclusion, your

hypothesis. The review should conclude with a brief summary of the literature and its

implication.

Try to combine authors with similar points of view rather than listing each one

separately. If Smith (2000), Jones (1999) and Green (2005) all said the same thing,

then combine the ideas into one section synthesizing all three authors.

Types of Sources for a Literature Review

General References indexes (of primary sources and abstracts (ERIC, Psych

Abstracts)

Primary Sources publications where researchers report their results (peer-reviewed /

refereed journals)

Secondary Sources publications where authors describe works of others

(encyclopedias, tradebooks, textbooks)

Searching www be careful of reliability

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Writing the Literature Review

Introduction - describes problem and justification for study

Body discusses related studies together

Summary ties literature together/gives conclusions arising from literature.Remember your literature should follow like a v???, starting with the least related

studies and ending with the most related studies

Method

Sampling /Subjects

The term sampling, as used in research refers to the process of selecting individuals

who will participate (e.g., be observed or questioned) in a research study.The description of subjects should clearly define the population, the larger group from

which the sample will be selected. The description should indicate the size and major

characteristics of the population. In other words, where are the subjects for your study

going to come from? What are their characteristics? How many do you need to choose

from?

Random every population element has an equal and independent chance to

participate

Non-random/purposive - troubles with representativeness /generalizing

Elimination of bias in selecting the sample is very important (meaning the researcher

does not influence who gets selected).

Ensuring sufficient sample size is second most important.

Sample size affects accuracy of representation.

Larger sample means less chance of error.

Instrumentation

Its important to provide a rationale for selecting an instrument to be used as well as adescription of the instrument. The procedures followed in developing the instruments

should be described in terms of how they enhance validity and reliability.

Procedural Details

The procedures to be followed in the study what will be done, as well as when,

where, and how- should be described in details. In this section, you should make clear

how the information collected will be used to answer the original hypothesis.

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Data Analysis

During this part, you indicate how the data to be collected will be organized and

analyzed, including statistical procedures that will be used, and why these procedures

are appropriate.

References

The references (bibliography) should list all sources that were used in the writing of

the project. The reference section should begin on a new page, with all sources listed

alphabetically by authors names. Make sure you adhere to APA Style when citing

throughout your project as well as the reference page.

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Proposal Evaluation

All the steps of your proposal will be evaluated in a formative way and on a regularbasis as you meet with your advisor and submit the problem sheets. After submitting

your proposal, the advisor will score it according to the criteria in the Proposal

Scoring Rubric (refer to Section V) with additional comments if necessary. The grade

of the proposal will constitute 15% of your senior project final grade. Thorough

planning and effort in your proposal will save time and troubles in the implementation

phase.

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Section IIIResearch Project

Work Length Summary

Components of a Research Project

Written Project Evaluation

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Work Length Summary

Research Report

Description of Sections Length

Introductory Section Title Page

Abstract

Table of Contents

List of Figures

List of Tables

Chapter I. Introduction

A. Problem Statement

B. Purpose

C. Justification of the Study

D. Definition of TermsE. Brief Overview of Study

1-3 Sentences

1-2 Paragraphs

1 Paragraph

1-2 Lines each def.1-2 Paragraphs

Chapter II. Background & Review of Related Literature

A. Theory, if appropriate

B. Studies directly related

C. Studies tangentially related

1-4 Pages

8-20 Pages

2-8 Pages

Chapter III. Procedures

A. Description of the Research Design

B. Description of the Sample

C. Description of Instruments Used (reliability,

validity)

D. Explanation of the Procedures Followed (what,when, where, how of the study)

E. Discussion of Internal Validity

F. Discussion of External Validity

G. Description and Justification of Statistical

Techniques or other Methods of Analysis Used

1-2 Paragraphs

1-2 Paragraphs

1-2 Paragraphs

2-4 Paragraphs

1-2 Pages

1-2 pages

1-2 pages

1-2 Paragraphs

Chapter IV. Findings/ Results

Description of Findings/Results pertinent to

Hypothesis or Questions

3-5 Pages

Subtotal 27-49 Pages

Chapter V. Discussion Discussion

Limitations

Recommendations

Dissemination

Suggestions for Further Research

2-4 Pages

1-2 Pages

2-4 Paragraphs

1 Paragraph

1 Paragraph

Total 31-56 Pages

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Components of the Project

The written project consists of the same components as the proposal in addition to the

findings and discussion sections. After making the necessary changes in the proposal,you include the corrected parts, with any additional elaborations on the literature

review.

Findings

The findings of the study constitute the results of the researchers analysis of his/her

data. The results section should describe any statistical techniques that were applied to

the data and the results that were obtained. Each result should be discussed in relation

to the topic studied. The results of any statistical tests of significance should bereported. Qualitative data analysis should present clear descriptions (and sometimes

quotations) to support and/or interviews. Tables and figures should present clear

summaries of the data analysis.

Discussion

The discussion section presents the researchers interpretations ofwhat the results for

theory and practice. This includes, testing of hypothesis, an assessment of the extent

to which the hypothesis was supported.

In the discussion section, researchers place their results in a broader context. Here

they recapitulate any difficulties that were encountered, make note of the limitations

of the study, and suggest further related studies that might be done/conducted in the

future to advance knowledge in the field.

References

The references (bibliography) should list all sources that were used in the writing ofthe project. The reference section should begin on a new page, with all sources listed

alphabetically by authors names. Make sure you adhere to APA Style when citing

throughout your project as well as the reference page.

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Written Project Evaluation

With the agreement of the advisor, the student will prepare three copies to be

submitted to the members of the committee, which include the advisor. The membersof the committee score the project and prepare written reports of their comments and

needed modifications to be submitted to the student after his/her oral presentation.

Refer to the Senior Project Scoring Rubric to check criteria. The grade of the written

project will constitute 55% of the final grade and will be the average of the scores

given by the committee members with the advisors grade weighing double the weight

of the other two committee members (Refer to Section V).

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Section IVOral Presentation

Oral Presentation Procedures

Oral Presentation Evaluation

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Oral Presentation

All senior students are required to present an oral presentation in front of a committee

of three members, including the students advisor. After the approval of the advisor,

the presentation will be scheduled 10 days before its date.

I. Oral Presentation (20-30 minutes)

Generally an oral presentation consists of a 20-30-minute power point presentation of

a students project. Its very crucial to abide by this time frame. Usually your

PowerPoint shouldnt exceed 25 slides. The outline of this presentation, for the most

part, will follow major sections of your project:

1. Problem to be Investigated

A. Purpose of the study (including assumptions)

B. Justification of the problem

C. Research questions and hypothesis

D. Definitions of terms

2. Background and Review of Related Literature

A. Theoretical Background

B. Studies Tangentially related

C. Studies directly related

3. Procedures

A. Description of the research design

B. Description of the sample

C. Description of instruments used (scoring procedures; reliability; validity)

D. Explanation of the procedures followed (the what, when, where, and how

of the study)

E. Description and justification of the statistical techniques or other methods

of analysis used

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4. Findings

Description of findings pertinent to each of the research hypothesis or

questions

5. Summary and Conclusion

A. Brief summary or an overview of the research question being investigated,

the procedures employed, and the results obtained

B. Discussion of the implications of the findings-their meaning and

significance

C. Limitations unresolved problems and weaknesses

D. Recommendations and suggestions for future research

Students are expected to present the elements of their project in an articulate and

engaging manner, using slides as a backdrop to the oral presentation.

II. Questions and Discussion (approximately 15-20 minutes)

Committee members use this time to question the student about different areas of the

project. All attendees are welcomed to participate in the discussion and questions.

III.Final Grade

After the oral presentation, the student receives the committees comments of his/her

written project to correct or make necessary changes. The final grade will be recorded

once the student has submitted the modified written project. Students who fail to

submit their projects within the due time will risk receiving an incomplete grade (I) in

the senior course project.

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Oral Presentation Evaluation

At the conclusion of the question/discussion period, the student is asked to leave the

room so that the committee members may have an open discussion about the students

performance and assign a grade (refer to Section V). All three committee members

collaborate to assign the oral presentation grade. The student is called back to the

room and the advisor conveys the results of the committee deliberations with the

student and a letter grade is assigned. If a student did not receive a passing grade,

arrangements are made for a second & final oral presentation.

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Section V

Project Evaluation

Grade Distribution

Senior Project Evaluation Form

Proposal Scoring RubricSenior Project Scoring Rubric

Oral Presentation Scoring Rubric

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Grade Distribution

Project Components Percentage Scorer

Proposal 15% Advisor

Project 55% Committee (including

advisor. The advisors

grade has double the

weight of the two other

members )Oral Presentation 30% Committee (including

advisor )

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Senior Project Evaluation Form

Faculty: Committee Members:

Major: Advisor:

Project Title: Member 1:

Name of Student: Member 2:

Student ID Number:

Date of Presentation:

Senior Project Final Evaluation

Components Rubric Scores Percentage

Proposal (check proposal

scoring rubric)

/100 /15

Project (check project

scoring rubric )/100 /55

Oral Presentation (check

oral presentation scoring

rubric)

/100 /30

Final Total Grade

Advisors Signature:

Member 1 Signature:

Member 2 Signature:

Head of Departments

Name & Signature:

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Proposal Scoring Rubric

Criterion Possible Scores

Problem

o Feasibility, clarity, and significance

o Variables are operationally defined

/15

Review of Literature

o Comprehensiveness, relevance, organization

o Important relevant references are included

o Conclude with a brief summary and implication

/15

Hypotheses

o Hypotheses are clear, testable, and specifico Variables are operationally defined

o The hypotheses logically flow from the

theoretical and conceptual framework

/10

Subjects

o Sampling technique is appropriate (adequate and

representative)

/10

Research Design

o The research design is appropriate for the study

o The research design is adequately described

/15

Data Collection Methodso Instruments are appropriate and adequate

o Validity and reliability of instruments are

discussed

o A pilot study is conducted (if needed)

/20

Language and Mechanics /10

APA Format /5

Total Grade /100

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Senior Project Scoring Rubric

Criterion Possible Scores

1. Problem

a. Feasibility , clarity, and significance

b. Variables are operationally defined

/10

2. Review of Literature

a. Comprehensiveness, relevance, organization

b. Important relevant references are included

c. Conclude with a brief summary and implication

/10

3. Hypotheses

a. Hypotheses are clear, testable, and specificb. Variables are operationally defined

c. The hypotheses logically flow from the theoretical

and conceptual framework

/10

4. Subjects

a. Sampling technique is appropriate (adequate and

representative)

/10

5. Research Design

a. The research design is appropriate for the study

b. The research design is adequately described

/10

6. Data Collection Methodsa. Instruments are appropriate and adequate

b. Validity and reliability of instruments are discussed

/10

7. Interpretation and Discussion of Findings

a. The interpretations are based on the data obtained

b. All generalizations are warranted and defended

c. The limitations of the results are identified

d. Implications of the results are discussed

e. Recommendations for future research are identified

f. Conclusions are justified

/25

8. Language and Mechanics /10

9. APA Format /5

Total Grade /100

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Oral Presentation Scoring Rubric

Criterion Possible Scores Total scores

CONTENT

Demonstrates mastery of

content and knowledge of

research

/15

/55

Gives clear explanation /10

Connects all project

components in an organized,

logical and sequential order

/10

Presents conclusions and aclosing statement

/5

Answers panel questions

fluently and confidently

/5

Provides strong arguments and

justification

/10

DELIVERY

Uses appropriate language /10

/45

Uses clear voice and correct,

precise pronunciation of terms

/10

Maintains correct posture and

poise

/5

Sustains eye contact with

audience /5

Uses audiovisuals and

advanced organizers

/5

Shows enthusiasm for topic /5

Meets time specification /5

Total Grade /100

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Section VI

Appendices

Sample Title Page

Sample Abstract

Problem SheetsFormatting Table of Contents

Sample Table of Contents

Table vs. Figures

APA Reference Citation

Meeting Minutes

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Sample Title Page

Improving the Success 1

Running head: IMPROVING THE SUCCESS RATE

Improving the Success Rate of Students with Learning Disabilities Receiving

Academic Instruction in InclusiveSettings at the Junior High School LevelSam Student

Global University

Senior Research Project

Research Proposal Submitted in Partial Fulfillment of the Requirements

For the Bachelors Degree in Education

Global University

2010

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The author wrote: Sample Abstract

Improving the Success Rate of Students with Learning Disabilities Receiving

Academic Instruction in Inclusive Settings at the Junior High School Level. Slack,Marla. 1996: Practicum Report, Nova Southeastern University, Ed.D. Program in

Child and Youth Studies. Inclusive Education/Learning Disabilities/Curriculum

Modifications/Evaluative Modifications/Grade Reporting for Special Education

Students/Teacher Training in Inclusive Education.

This practicum was designed to improve the success rate of students with Learning

Disabilities (L.D.) in inclusive settings at the junior high school level. The students

were receiving failing grades on report cards and progress reports; they were not

completing homework on a regular basis, and assignment and test scores were below

average.

The writer implemented a multi-faceted solution strategy to effectuate improved

success rates of students with learning disabilities in inclusive schools. Learningdisability students received direct instruction related to improving organization skills;

classroom teachers were trained on the components and mandates of Individual

Educational Plans (IEPs); in-services were conducted on various curricular and

evaluative modifications effective for L.D. students in inclusive settings; suggestions

for specific students were presented to classroom teachers in individual conferences.

Analysis of the data indicated that the combination of strategies implemented

contributed to an improved success rate for students with learning disabilities in

inclusive settings. Because students were able to employ organizational strategies

related to schoolwork, more credit was given for assignments completed. Likewise, as

teachers became more familiar with curricular and evaluative techniques, studentsuccess improved.

* * * *

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Problem Sheet 1: Type of Research

1. A possible topic or problem I am thinking of researching is:

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

2. The type of research that seems most appropriate to this topic or problem is:

(circle one)a. An experiment

b. A correlational study

c. A causal-comparative study

d. A survey using a written questionnairee. A survey using interviews of several individuals

f. An ethnographic study

g. A case study

h. A content analysis

i. A historical study

3. What questions (if any) might a critical researcher raise with regard to your study?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

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Problem Sheet 2: The Research Question

1. My (restated) research problem is

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

2. My research question is:

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

3. The following are the key terms in the problem or question that are not clear and

thus need to be defined:

a. ___________________________

b. ___________________________

c. ___________________________

d. ___________________________

e. ___________________________

f. ___________________________

4. Here are my constitutive definitions of these terms:

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

5. Here are my operational definitions of these terms:

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

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6. My justification for investigating this question/problem (why I would argue that it

is an important question to investigate) is as follows:

__________________________________________________________________

____________________________________________________________________________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

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Problem Sheet 3: The Research Hypothesis


________________________________________________

2. I intend to use a hypothesis to investigate this question. Yes _____ No ______

3. If no, my reasons are as follows:

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

4. If yes, my hypothesis is:

____________________________________________________________________________________________________________________________________

5. This hypothesis suggests a relationship between at least two variables.

They are ____________________ and ____________________

6. More specifically, the variables in my study are:

a. Dependent_______________________________________________________________

b. Independent

_______________________________________________________________

7. The dependent variable is (check one) categorical ______ quantitative ______

The independent variable is (check one) categorical ______ quantitative ______

8. Possible extraneous variables that might affect my results include:

a. _______________________________________________________________

b. _______________________________________________________________

c. _______________________________________________________________

d. _______________________________________________________________

e. _______________________________________________________________

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Problem Sheet 4: Ethics and Research


__________________________________________________________________

__________________________________________________________________

2. The possibilities for harm to participants (if any) are as follows:

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

I would handle these problems as follows:__________________________________________________________________

__________________________________________________________________

3. The possibilities of problems of confidentiality (if any) are as follows:

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

I would handle these problems as follows:

__________________________________________________________________

__________________________________________________________________

4. If you think your proposed study would fit the guidelines for exempt status, state

why here.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

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Problem Sheet 5: Review of the Literature

1. The question of hypothesis in my study is:

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

2. The general reference(s) I consulted was (were):

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

3. The database I used in my search was:

__________________________________________________________________

4. The descriptors (search terms) I used were (list single descriptors and

combinations in the order in which you did your search):

______________________________

______________________________

______________________________

______________________________

5. The results of my search using these descriptors were as follows:

Search # Descriptor(s) Results

6. Attached is a printout of my search (attach to the back of this sheet).

7. The title of one of the abstracts located using the descriptors identified above is:

__________________________________________________________________

(Attach a copy of the abstract)

8. The titles of the studies I read (note cards are attached) were:

a. _______________________________________________________________

b. _______________________________________________________________

c. _______________________________________________________________

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Problem Sheet 6: Sampling Plan

1. My intended sample (subjects who would participate in my study) consists of (tell

who and how many):

____________________________________________________________________________________________________________________________________

2. Demographics (characteristics of the sample) are as follows:

a. Age range ____________________

b. Sex distribution ____________________

c. Ethnic breakdown ____________________

d. Location (where are these subjects?) ____________________

e. Other characteristics not mentioned above that you deem important (use a

sheet of paper if you need more space)

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

3. Type of sample: simple random _____ stratified random _____

cluster random _____ two-stage random _____ convenience _____

purposive _____

4. I will obtain my sample by:

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

5. External validity (I will generalize to the following population):

a. To what accessible population?

________________________________________

b. To what target population?

___________________________________________

c. If not generalizable, why not?

_________________________________________

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6. Ecological validity (I will generalize to the following settings/conditions):

a. Generalizable to what setting(s)?

_______________________________________

b. Generalizable to what condition(s)?____________________________________

c. If not generalizable, why not?

_________________________________________

39


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Problem Sheet 7: Instrumentation

1. The question or hypothesis in my study is

__________________________________________________________________

__________________________________________________________________

2. The types of instruments I plan to use to measure my variables are:

__________________________________________________________________

__________________________________________________________________

3. Circle one of the following:

a. I plan to use an existing instrument.

b. I plan to develop an instrument.

4. If I need to develop an instrument, here are two examples of the kind of questions

I would ask (or tasks I would have students perform) as part of my instrument:

a.________________________________________________________________

b.________________________________________________________________

5. These are the existing instruments I plan to use:

__________________________________________________________________

__________________________________________________________________

6. The independent variable in my study is

____________________________________

I would describe it as follows (circle the term in each set that applies)

[quantitative or categorical] [nominal or ordinal or interval or ratio]

7. The dependent variable in my study is

_____________________________________

I would describe it as follows (circle the term in each set that applies)

[quantitative or categorical] [nominal or ordinal or interval or ratio]

8. My study does not have independent/dependent variables. The variable(s) in mystudy is (are)

__________________________________________________________________

__________________________________________________________________

40


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9. For each variable above that yields numerical data, I will treat it as follows (check

one in each column):

Independent Dependent Other

Raw score

Age/grade

equivalentsPercentile

Standard

score

_________

__________________

_________

_________

__________________

_________

_________

__________________

_________

10. I do not have any variables that yield numerical data in my study ________

41


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Problem Sheet 8: Instrument Validity and Reliability

1. I plan to use the following existinginstruments: _______________________________

______________________________________________________________________

______________________________________________________________________

In summary, I have learned the following about the validity and reliability of scores

obtained with these instruments. ____________________________________________

______________________________________________________________________

______________________________________________________________________

2. I plan to develop the following about the validity and reliability of scores obtained with

these instruments. _______________________________________________________

______________________________________________________________________

______________________________________________________________________

I will try to ensure reliability and validity of results obtained with these instruments by:

______________________________________________________________________

______________________________________________________________________

3. For each instrument I plan to use:a. This is how I will collect evidence to check internal consistency: _______________

___________________________________________________________________

___________________________________________________________________

b. This is how I will collect evidence to check reliability over time (stability): _______

___________________________________________________________________

___________________________________________________________________

c. This is how I will collect evidence to check validity: _________________________

___________________________________________________________________

___________________________________________________________________


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Problem Sheet 9: Descriptive Statistics

1. The question or hypothesis of my study is: __________________________________

2. My variables are: (1) ___________________________________________________

(2) _________________________ (others) _________________________________

3. I consider variable 1 to be: quantitative ____________ or categorical ____________

4. I consider variable 2 to be: quantitative ____________ or categorical ____________

5. I would summarize the results for each variable checked below (indicate with a check

mark):

Variable 1: Variable 2: Other:

a. Frequency polygon

b. Box plot

c. Mean

d. Median

e. Range

f. Standard deviation

g. Frequency table

h. Bar graphi. Pie chart

6. I would describe the relationship between variables 1 and 2 by (indicate with a check

mark):

a. Comparison of frequency polygons ______

b. Comparison of averages ______

c. Crossbreak table(s) ______

d. Correlation coefficient ______

e. Scatterplot ______


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HowTo Guide:

Formatting a Table of Contents

Using Microsoft WORD


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Table of Contents

Step 1: Setting Up the Paper....................................................................44

SELECTTHE FORMATTING TOOLBAR...............................................................................44

SELECTTHE HEADING STYLEAND FORMAT.....................................................................44SETTING PARAGRAPH SPACING........................................................................................44

INSERTINGTHE TABLEOF CONTENTS..............................................................................45

LINE SPACINGIN TABLEOF CONTENTS...........................................................................45

UPDATING TABLEOF CONTENTS.....................................................................................46


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Step 1: Setting Up the Paper

Select the Formatting Toolbar

1. Look in the tool bar and select View

2. Then select Toolbars

3. Then make sure that the Formatting tool bar is selected.

Select the Heading Style and Format

Once you have added the Formatting toolbar, you will see a window that has AA,

probably in the upper left. Generally this says Normal or something like that. Click on the

drop-down box and you will see all sorts of formatting styles.

When you are ready to type a Level I Heading (chapter headings, Reference page,

Appendixes) you will need to do the following:

1. Select Heading 1. This will put a bold heading, probably in Arial and 16 point font.

2. Change the font to the same font as you are using for your paper.

3. Change the font size to 12

4. Unselect bold

5. Select Center alignment

Setting Paragraph Spacing

Once you have selected your Level I heading, right click and you will see

Paragraph. Here is what you will do to make sure that the spacing between lines is even.

1. Open the Paragraph option

2. You will see Spacing. Put 0 in both boxes, Before and After

3. Go right to Line Spacing and select Double

This will keep the spacing between all paragraphs and lines even. If something gets messed

up, just highlight the area and follow these three steps again.


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Inserting the Table of Contents

When you are ready to insert the Table of Contents into your paper, follow these

steps:

1. Select Insert and Page Break on the page where you want your Table of Contents.

2. Type Table of Contents at the top center in Normal, not in a Level I heading.

3. Select Insert once again and select Reference

4. Then select Index and Tables

A box will appear. Select Table of Contents and follow these steps:

1. Look for Tab Header and select .

2. Look for General and then Format and select From Template

3. Look for Show Levels and select 3

4. Then click OK and your Table of Contents will appear.

If you format this as you do your sentence outline, it will be very easy to update the page

numbers. See below:

Line Spacing in Table of Contents

The default spacing for a Table of Contents is single. Follow these steps to change

the line spacing:

1. Right click anywhere on the Table of Contents

2. Select Paragraph

3. Set the Spacing of Before and After to 0

4. Select either 1.5 or 2 for the Line Spacing, depending on how long your Table of

Contents is. Try to fit it on one page if at all possible.

Updating Table of Contents

As you work on your paper, the page numbers will change. It is easy to change your

page numbers in the Table of Contents by following the following steps.

1. Go to your Table of Contents. It will appear as dark gray.


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2. Right click anywhere on the Table of Contents and select Update Field.

3. You can the select Update page numbers only or Update entire field

4. Select either one and click OK and the Table of Contents will change to reflect new

writing in your paper.


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Sample - Table of Contents

Abstractiv

Chapter I: Introduction

Problem Statement.2

Purpose2

Description of Community.2

Description of Work Setting..3

Writer's Role4

Chapter II: Study of the Problem

Problem Description7

Problem Documentation.9

Literature Review10

Causative Analysis..20

Chapter III: Outcomes and Evaluation

Goals and Expectations..23

Expected Outcomes23

Measurement of Outcomes23

Analysis of Results..25

Chapter IV: Solution Strategy

Problem Statement..27

Discussion.27

Description of Selected Solutions..30

Calendar Plan33


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Chapter V: Results

Results38

Discussion..40

Recommendations45

Plans for Dissemination...47

References.48

Appendix A: Informed Consent Letter

51

Appendix B: Pre-Project Teacher

Survey..53

Appendix C: Post-Project Teacher Survey

55

Appendix D: Action Research Project Verification

Form.57

Appendix E: Action Research Project Presentation Verification

Form.59


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Tables versus Figures

Typically, tables display exact values (numbers), and figures display graphics, such as

pictures, drawings, and bar graphs.

Proper Label for a Table

Type the table number; then, single-space (Global University, page 70), and type adescription of the table in italics. Capitalize only the initial letters of the principalwords. Refer to APA 5th edition, page 301. Please note that the label always goesabove the table.

Proper Label for a Figure

Figures are numbered sequentially in Arabic numerals as they appear in thedocument. Figures contain a descriptive, full-sentence caption rather than a title andshould be placed under the figure. The caption should be flush left, single-spaced,italicized, and followed by appropriate punctuation. Refer to APA 5th edition, pages198-199.

Sources

According to APA style:

When reproducing figures and tables, cite the source to give credit within the document.

Other Table and Figure Tips

Tables and figures should be placed as near as possible to their description inthe text.

Tables and figures should be numbered separately. For example: Table 1,Table 2, Table 3, and start over numbering for Figure 1. Refer to APA 5th

edition, page 155.


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Book or other non-periodical

Saxe, G. B. (1991). Cultural and cognitive development: Studies in mathematical

understanding. Hillsdale, NJ: Earlbaum.

Chapter in a book

Baker, F. M., & Lightfood, O. B. (1993). Psychiatric care of ethnic elders. In A. C.

Gaw (Ed.), Culture, ethnicity, and mental illness (pp. 512-552). Washington, DC:

American Psychiatric Press.

Magazines

Henry, W. A., III. (1990, April 9). Beyond the melting pot. Time, 135, 28-31.

Newspapers

Schwartz, J. (1993, September 30). Obesity affects economic, social status. The

Washington Post, pp. A1, A4

Author andpublication date

same as above.

Title of book in italicswith only first letters

capitalized.

City and state/country of

publisher. Separated by

comma and one space and

followed by a colon and onespace. If it New York, City

only put New York and not

the state

Editor of book first

initial, period-space,

second initial, period

space, last name (Ed.)

followed by commaand space. Title of book italics

Pages of the

chapter being

referenced.

Year followed by comma and then

actual date of publication.

Section andpages


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Electronic References

Electronic Databases

If you are referencing version of an actual full-text journal article found on an electronic

database, use this format.

Feldhusen, J. F., Dai, D. Y., & Clinkenbeard, P. R. (2000). Dimensions of competitive

and cooperative learning among gifted learners. Journal for the Education of the

Gifted, 23, 328-342. [Electronic version]. Retrieved March 4, 2001, from Wilson Web

database.

On-line Versions

If you are referencing an on-line version of an actual article from a journal, magazine, or

other publication that you found on a web, use this format.

Bridges, W., & Mitchell, S. (2000). Leading transition: A new model for change

Leader to Leader, 16. [Electronic version]. Retrieved August 8, 2001, from

http://www.pfdf.org/leaderbooks/ l2l/spring2000/bridges.html

ERIC document

Mead, J. V. (1992). Looking at old photographs: Investigating the teacher tales that

novice teachers bring with them (Report No. NCRTL-RR-92-4). East Lansing, MI:

National Center for Research on Teacher Learning. (ERIC Document Reproduction

Service No. ED346082)

No period!!


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These are the BASICS:

Publications manual of the American psychological association. (5th ed.) (2001).

Washington, DC: American Psychological Association.

************************

ALL APA papers should be in 12 point font with 1 inch margins on right, left, top, and

bottom unless otherwise stated by the instructor or publishing organization.

You can access information about APA style from www.apa.org

There are two pieces of software that are helpful

APA Style Helper

http://www.apastyle.org/stylehelper/

Format Ease

http://www.formatease.com/

Within a document

If you are citing a reference in your paper, you would do it in the following manner

One author

Jones (1999) stated that Knowledge is Power (p. 34)

OR

Knowledge is Power (Jones, 1999, p.34).

Two or more authors

According to Brown and Jones (1999), the general education classroom teacher is

often the first person to realize that a student needs special education services.

OR

The general education classroom teacher is often the first person to realize that astudent needs special education services (Brown & Jones, 1999)

You ALWAYS put a page number if you use a direct quote
http://www.apa.org/http://www.apastyle.org/stylehelper/http://www.formatease.com/http://www.apa.org/http://www.apastyle.org/stylehelper/http://www.formatease.com/


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Meeting Minutes

Student Name:

Advisor Name:

Date:

Duration of Meeting:

I. Work Progress and Accomplishments to Date (to be filled out prior to meeting):

II. Points Discussed During Meeting:

III. Agreements Made with Due Dates :

Documents

Senior Research Project Guidelines